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The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum. 相似文献
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Dimitra Kokotsaki 《Educational studies》2016,42(2):201-220
This study aims to explore pupils’ affective engagement with school and music during their transition to secondary school. A gender comparison is also being made to ascertain any differences that may exist between boys and girls during this time. A sample of 182 pupils completed two questionnaires (attitudes to school and attitudes to music) three times (at the end of Year 6, at the beginning and end of Year 7). A series of one-way repeated measures analysis of variance tests showed that pupils’ overall attitudes to school dropped significantly from the end of Year 6 to the end of Year 7 with their enjoyment towards school and their satisfaction with the work environment declining. Pupils’ attitudes to music presented a significant fall at the end of Year 7 after a slight improvement at the beginning of secondary school. Girls held consistently more positive attitudes towards school and music than boys. It is suggested that pupils’ attitudes are malleable and responsive to environmental change and, therefore, this problem can be remedied if appropriate interventions are put into place particularly regarding the teacher-pupil relationship and pupils’ perceived autonomy in their learning. 相似文献
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Zacharia Michal Goldberg Yablon Yaacov B. 《European Journal of Psychology of Education - EJPE》2022,37(3):903-919
European Journal of Psychology of Education - One of the negative consequences of bullying in schools is its adverse effect on students’ sense of safety. Previous studies yielded mixed... 相似文献
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This article examines the vision of the Swedish comprehensive school reform between 1946–1962 as it pertains to the ever-troubling questions of discipline and order in school. Inspired primarily by the work of Michel Foucault and his genealogical perspective, the article problematises the notion that character formation and school discipline during this period underwent a radical democratic transformation, and that this was the successful result of a progressive political agenda. This account of school discipline is shown to be problematic since it conceals a complex and even ironic historical process, where a disciplinarian discourse in school lingered and even widened and deepened disciplinary practice during the period. 相似文献
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Ida Bull 《History of education》2013,42(4):425-426
This article discusses how the Norwegian urban school system was developed during the eighteenth century. In the cities, there were laws for Latin as well as Danish schools. During the eighteenth century, schools for poor children were established, while towards the end of the century the importance of the school system in relation to the economic functioning of society was discussed. A broader range of schools was developed in most cities, meant for children of different social origins and social prospects, and different for boys and girls. The article argues that the school system was used to make the population more industrious during a period when trade capitalism made the social division in society sharper and different forms of organisation of labour were attempted. The attention on children’s education was turned from consideration of the children’s spiritual future to their preparation for a working life that served economic ends. 相似文献
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English situation teaching Of Primary school, according to psycho-logical characteristic of students, through opening various informativesituation, offer as many as possible chances to carry on the exercises inEnglish to students, such as conversation, th… 相似文献
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The outcomes of a school improvement programme were measured in 26 primary schools over one year. Authorised pupil and staff absences and staff turnover decreased, and unauthorised pupil absences significantly increased (p < 0.05). Fixed-term exclusions significantly decreased (p < 0.001). The self-esteem of 316 pupils aged between 4 and 11 before and after programme implementation showed a significant increase (p < 0.001). Staff self-esteem also increased significantly (p < 0.05) and provided a significant indicator of programme sustainability (p < 0.05). Thematic analysis of data from staff interviews demonstrated that the effectiveness of school improvement programmes rested on staff participation in terms of capacity, perceptions of change and stability of the school before programme implementation. These elements were incorporated into a model of school improvement. Goal Attainment Scores were significantly correlated with fidelity of programme participation (p < 0.05). Feedback indicated that there was more to school improvement programmes than simply buying one “off the shelf.” 相似文献
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Privacy has been defined as “the protective buffer within which people can avoid another party’s taking something from them, keeping watch over them, or entering into their lives in a way that is both unwelcome and undesirable”. It is a premise of this paper that such a position needs to be taken very seriously in contemporary society, and particularly in the case of schools, as school personnel have the capacity to engage in practices which show great disregard for individual and family privacy. This is illustrated in the case of primary school education in the Republic of Ireland. Particular attention is paid to assessment, pedagogical and curricular practices that derive from patterns of systematic and mandatory disclosure that are confessional, performative and public. 相似文献
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This study examines impact of the educational use of Facebook group on the high school students’ proper usage of language. The study included thirty students who attend 11th grade in a high school in Trabzon, Turkey. Firstly, preliminary data about Facebook usage of students were obtained to understand the factors that motivate students to use Facebook and whether they use them for the educational purpose or not. Then, a Facebook group was created, in which a literature teacher was assigned as the guide of the group. This study lasted twelve weeks. The students’ assignments such as compositions, poems, and vignettes, discussions, the teacher’s views and observation, data from the interviews with participants were analyzed in this study. Results from this study indicated that that Facebook group was effective on issues such as development of writing abilities of students, communication and cooperation between teacher and students, and cooperation and communication among students. The original idea for this research was to determine that proper usage of language can be improved in social context if Facebook group is created as a flexible online community with interactive and reflective activities, effective tool of sharing and communication. This study demonstrates how Facebook can successfully be used in educational environment appropriately. 相似文献
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Diana Raufelder Diomira Sahabandu Guadalupe Sánchez Martínez Victoria Escobar 《教育心理学》2015,35(2):137-157
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; MAge?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations. 相似文献
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Kerstin Drossel Birgit Eickelmann Julia Gerick 《Education and Information Technologies》2017,22(2):551-573
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level. 相似文献
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Educational Studies in Mathematics - The aim of this study is to explore Israeli high school graduates’ mathematical explanations for the spread of the coronavirus, given that the mathematics... 相似文献
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《British Journal of Educational Studies》2012,60(3):327-334
AbstractThis narrative synthesis based on a literature review undertaken for the project ‘Creating Citizenship Communities’ (funded by the Esmée Fairbairn Foundation) includes discussion, principally, about what research evidence tells us about young people’s definitions of community, of types of engagement by different groups of young people, actions by schools and what they might do in the future to promote engagement. Community is seen as a highly significant and contested area. Young people are viewed negatively by adults but are in some contexts already positively engaged in communities. There seem to be gaps in the literature about what young people understand about community. There is, broadly, some consensus about how to promote engagement. 相似文献
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Ana‐Cristina Popescu 《Journal of educational administration and history》2010,42(3):315-336
Following the fall of the Iron Curtain in December 1989, the Romanian system of education has started a deep process of reconstruction that asked for a comprehensive package of reforms among which decentralisation. Broadly the paper aims to make a contribution to the emerging knowledge base about the realities of restructuring of post‐communist education systems and the impact that governance through markets is having on public services. The paper focuses on presenting and discussing the attempts to decentralise pre‐higher education in Romania in considering the role of the state and governance in the provision of public services and the introduction of market mechanisms in education. The decentralisation of education has been proposed by the then Minister of Education Andrei Marga. Although decentralisation in pre‐higher education has been piloted for three academic years and the policy documents that introduced it have been permanently amended and updated, more than a decade later, this reform has not reached its aims mainly due to the various changes on the political scene. However, provided that no major amendments will be made to the Laws of National Education (2009), decentralisation in pre‐higher education will be a reality from 2010–11. 相似文献
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Jake Anders Francis Green Morag Henderson Golo Henseke 《British Educational Research Journal》2020,46(5):967-992
For those who grew up in Britain in the latter half of the twentieth century, there is known to be a strong association between social class or family income and attending a private school. However, increasing private school fees and promotion of school choice in the state sector have potential implications for the predictors of participation in private schooling in the twenty-first century. In this article, through analysis of rich, longitudinal data from a recent, representative birth cohort study, we provide new evidence on this issue. Given the high and rising fees required to send a child to private school, one might think that the decision is entirely connected with financial resources. However, while these remain an important factor, we argue that other determinants are also important. In particular, we highlight the importance of parental values and geographical proximity to high-quality state school alternatives: a one standard deviation increase in levels of parental traditional values is associated with a 2.5 percentage point higher probability of their child attending a private school, while each minute of additional travel time to the nearest state school judged ‘Outstanding’ by England’s schools inspectorate is associated with a 0.2 percentage point higher probability of attending a private school. We also examine the characteristics of those who ‘mix and match’ state and private schooling, noting their similarity to private school attendees in terms of their values but lower levels of financial resources. 相似文献
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The purpose of this study is to trace junior high school teachers’ perspectives regarding the strengths and weaknesses of their type of school, and to glean more information concerning their preferable type of grade configuration. To this end, 25 teachers filled out an open questionnaire and six of them were further interviewed to provide more insight into the teachers’ responses. Surprisingly, most of the teachers tended to strongly support the 1–8 type elementary schools rather than the current situation of 1–6, 7–9, 10–12 in which they have ever worked. Theoretical and practical implications are suggested. 相似文献